Social Studies Standards
SS.400.10.01.a.1 Describe how the colony of Maryland was established and governed including the rule of law and power of authority, such as Proprietorships, Royal Governor, and early General Assembly
SS.400.10.02.a.2 Describe the role of key people in Maryland (William Paca, Charles Carroll, Thomas Stone, and Samuel Chase) and of the Sons of Liberty in building the new American nation.
SS.400.20.01.a Describe the various cultures of early societies in Maryland.
SS.400.20.01.a3 Describe the social, political and religious character of the earliest colonies.
SS.400.20.01.a1 Describe the contributions of past Maryland leaders such as Lord Baltimore, the Calvert and Carroll families, Margaret Brent, Mathias DeSousa.
SS.400.20.02.a.2 Describe the contributions of individuals and groups such as Francis Scott Key, Benjamin Banneker, Mary Pickersgill, Clara Barton, and Freedmen’s Bureau.
SS.400.50.01.a Analyze the chronology and significance of key historical events leading to early settlement in Maryland.
SS.400.50.01.a.1 Explain how and why the Maryland colony was established, including political and economic motives for coming to the new world.
21st Century Learning Standards
Learners use skills, resources and tools to: inquire, think critically, and gain knowledge. Skills 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.6 Read, view and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.9 Collaborate with others to broaden and deepen understanding
Dispositions in Action
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
1.2.3 Demonstrate creativity by using multiple resources and formats.
Learners use skills, resources and tools to: draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
Skills 2.1.1 Continue and inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
Dispositions in action
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies
to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
Self-Assessment strategies
2.4.1 Determine who to act on information (accept, reject, modify).
SS.400.10.01.a.1 Describe how the colony of Maryland was established and governed including the rule of law and power of authority, such as Proprietorships, Royal Governor, and early General Assembly
SS.400.10.02.a.2 Describe the role of key people in Maryland (William Paca, Charles Carroll, Thomas Stone, and Samuel Chase) and of the Sons of Liberty in building the new American nation.
SS.400.20.01.a Describe the various cultures of early societies in Maryland.
SS.400.20.01.a3 Describe the social, political and religious character of the earliest colonies.
SS.400.20.01.a1 Describe the contributions of past Maryland leaders such as Lord Baltimore, the Calvert and Carroll families, Margaret Brent, Mathias DeSousa.
SS.400.20.02.a.2 Describe the contributions of individuals and groups such as Francis Scott Key, Benjamin Banneker, Mary Pickersgill, Clara Barton, and Freedmen’s Bureau.
SS.400.50.01.a Analyze the chronology and significance of key historical events leading to early settlement in Maryland.
SS.400.50.01.a.1 Explain how and why the Maryland colony was established, including political and economic motives for coming to the new world.
21st Century Learning Standards
Learners use skills, resources and tools to: inquire, think critically, and gain knowledge.
Skills
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.6 Read, view and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.9 Collaborate with others to broaden and deepen understanding
Dispositions in Action
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
1.2.3 Demonstrate creativity by using multiple resources and formats.
Learners use skills, resources and tools to: draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
Skills
2.1.1 Continue and inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
Dispositions in action
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies
to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
Self-Assessment strategies
2.4.1 Determine who to act on information (accept, reject, modify).